Valuing E-Portfolios: Formative and Summative Assessment Jane Moore, National-Louis UniversityDavid Wicks, Seattle Pacific University
E-Portfolios have become the norm in teacher education programs. How can we make them meaningful, integrated and valuable to both students and faculty members? Initial response to a requirement for electronic portfolios can be overwhelming. Both students and faculty members often need to be convinced of the value of this time-consuming and reflective process. This session gives a practical framework for developing a successful electronic portfolio practice.
Portfolio Content and Structure - reflections - artifacts
Contact Information • Jane Moore firstname.lastname@example.org • David Wicks email@example.com
Students valuing process • Opportunity to engage in reflective practice • Chance to look at a body of work which reflects effort and understanding throughout the program • Capstone project
Student Training • Part of first core course – both technical and philosophical • Portfolio system is used as course management tool (National) • Online help and tutorial, telephone, email
Faculty valuing process • How is work divided? Portfolio assessment tied to a course or assigned faculty load • Anonymous or known reviewer? • Who can assess? Adjuncts and/or Full-time faculty
Faculty Training • In department meetings • Just in Time • Shadowing • Inter-rater reliability • Guidelines • Power users provide help
Administration • Top down due to accreditation requirements • Issues • Making load time for assessments • Assessment director vs. Assessment council • Taking ownership of rubrics and standards
Big questions • Can we keep it meaningful without it becoming unmanageable? • Have we sacrificed meaning for manageability?